Safeguarding

• democracy
• the rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs.

We also recognise however that in today’s world our young people are faced with many pressures as they grow up and can often be influenced by strong feelings expressed by others in connection with a range of complex issues. Our overriding concern is that all our young people feel safe and also express tolerance towards all cultures and religions even when personal views may be different. We do not condone political, religious or cultural extremism in any form.

There are a number of behaviours which may indicate a child is at risk of being radicalised or exposed to extremist views which could include becoming distant or showing loss of interest in friends and activities or possession of materials or symbols associated with an extremist cause. We have a duty of care to ensure that all students in our school are protected from any dangers of being potentially or actually radicalised.

Wollaston School fully endorses the Government’s PREVENT strategy that :

“Schools can help to protect children from extremist and violent views in the same ways that they help to safeguard children from drugs, gang violence or alcohol. Their purpose must be to protect children from harm and to ensure that they are taught in a way that is consistent with the law and our values.”

Staff are expected to be vigilant in protecting pupils from the threat of radicalisation and refer any concerns to the Designated Safeguarding Lead. Staff receive appropriate training through ‘Channel’ to ensure they have the knowledge and confidence to identify pupils at risk, challenge extremist ideas and know where and how to refer concerns.

If you have any concern regarding a young person becoming radicalised please contact Miss Walker – Designated Safeguarding Lead.

From 1 July 2015 all schools are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty.

1. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism leading to terrorism.

2. Extremism is defined by the Government in the Prevent Strategy as:

‘Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas’.

3. Extremism is defined by the Crown Prosecution Service as:

The demonstration of unacceptable behaviour by using any means or medium to express views which:

• Encourage, justify or glorify terrorist violence in furtherance of particular beliefs;
• Seek to provoke others to terrorist acts;
• Encourage other serious criminal activity or seek to provoke others to serious criminal acts; or
• Foster hatred which might lead to inter-community violence in the UK.

4. There is no such thing as a “typical extremist”: those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity.

5. Students may become susceptible to radicalisation through a range of social, personal and environmental factors. It is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between them and their families and communities. It is vital that school staff are able to recognise those vulnerabilities.

6. Indicators of vulnerability include:

• Identity Crisis – the student / pupil is distanced from their cultural / religious heritage and experiences discomfort about their place in society;
• Personal Crisis – the student / pupil may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging;
• Personal Circumstances – migration; local community tensions; and events affecting the student / pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy;
• Un-met Aspirations – the student / pupil may have perceptions of injustice; a feeling of failure; rejection of civic life;
• Experiences of Criminality – which may include involvement with criminal groups, imprisonment, and poor resettlement / reintegration;
• Special Educational Need – students / pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.

7. However this list is not exhaustive, nor does it mean that all young people experiencing the above are at risk of radicalisation for the purposes of violent extremism.

8. More critical risk factors could include:

• Being in contact with extremist recruiters;
• Accessing violent extremist websites, especially those with a social networking element;
• Possessing or accessing violent extremist literature;
• Using extremist narratives and a global ideology to explain personal disadvantage;
• Justifying the use of violence to solve societal issues;
• Joining or seeking to join extremist organisations;
• Significant changes to appearance and/or behaviour;
• Experiencing a high level of social isolation resulting in issues of identity crisis and/or personal crisis.

Sexual exploitation of children and young people (under 18) involves exploitative situation, contexts and relationships where the young person receives something(Food, money, drink, drugs etc) as a result of them performing on another or others performing on them sexual activity.

Child sexual exploitation can occur through the use of the internet or on mobile phones. In all cases, those exploiting the child or young person have power over them because of their age, gender, intellect, physical strength and/or resources.

Often children who experience child sexual exploitation are groomed to such an extent that they are unaware of that they are being coerced into dangerous behaviour. Children at risk of sexual exploitation are some of the most vulnerable in our society.

Perpetrators of these crimes are becoming increasingly sophisticated, using the internet to protect their identity and trafficking children around the country to avoid detection.

Signs a young person is being groomed include:

S – exual health and behaviour concerns

A – bsent from school or repeatedly running away

F – amilial abuse and/or problems at home

E – motional and physical condition

G – angs, older age groups and involvement in crime

U – se of technology and sexual bullying

A – lcohol and drug misuse

R – eceipt of unexplained gifts or money

D – istrust of authority figures

If you have concerns that your child or another young person is being sexually exploited please contact Mrs Barton – Designated Safeguarding Lead.

Safeguarding Services & Links

Peer on peer abuse

• This form of abuse occurs when there is any kind of physical, sexual, emotional or financial abuse or coercive control exercised between children and can be on and/or offline.
• Peer-on-peer/child on child abuse can be motivated by perceived differences e.g. on grounds of race, religion, gender, sexual orientation, disability or other differences. It can result in significant, long lasting and traumatic isolation, intimidation or violence to the victim.
• Children or young people who harm others may have additional or complex needs e.g. significant disruption in their own lives, exposure to domestic abuse or witnessing or suffering abuse, educational under-achievement or being involved in crime.
• Downplaying certain behaviours, for example dismissing sexual harassment as “just banter”, “just having a laugh”, “part of growing up” or “boys being boys”; or not recognising that emotional bullying can sometimes be more damaging than physical harm and therefore should be treated equally seriously.
• It should be recognised that peer abuse is harmful to both the perpetrator (who is a child) and the victim.
• It is essential that we all understand the importance of challenging inappropriate behaviours between children/young people.
• It is important that our students do not accept this behaviour as normal and we urge them to come forward to report it. Stopping harm and ensuring immediate safety is the first priority of our school.